Author: dailydenouement

“Dearly beloved, we are gathered here today to get through this thing called life.

Electric word life. It means forever and that’s a mighty long time.

But I’m here to tell you, there’s something else…”

So begins the song ‘Let’s Go Crazy’ from Prince’s 1984 masterpiece, Purple Rain. But why am I starting a blog post, ostensibly about my experience as a teacher, with a quote from Prince?

I’m a Prince fan. Indulge me.

In February this year Prince came to the UK and began a series of ‘guerilla gigs’ in a tour called Hit n Run. It was term time. I was in Liverpool, he was in London. I was devastated, thinking I was not going to get a chance to see him.

The last time I’d seen him was in 2007 when he did his legendary residency at the O2 Arena in London. 21 Nights in London. Great show. (He’s awesome live. If you haven’t seen him, you should try to. I’m going to explicitly put that out there, though it will no doubt be implied throughout!) Seven years had passed and, although he’d toured in Europe during that time, life – work, finances etc – had somehow always got in the way.

Cut to 2014 and we now live in a social media world. I was fascinated by the #princewatch hashtag as people shared information and sparked rumours of his whereabouts. Gigs were announced with just hours’ notice. (Again, I rued the fact that a) I didn’t live in London any more and b) I had a sensible job!) A real sense of hype and drama was created. Prince was back in the news. People were discovering his musical talent and talking about it.

More importantly, through social media, I was suddenly in contact, virtually at least, with people who shared my passion. (Of course my non-Prince-fan friends and family had to vicariously suffer the agony as I waited to see if he’d leave the capital and come anywhere nearer. And when I say ‘waited’ I actually mean moaned incessantly!)

Finally, as he and his band, 3RDEYEGIRL, presented an award at the Brits ceremony, I got the news I’d been waiting for. Prince announced he’d be “heading up North so we want to see you in Manchester. We’re gonna rock it up there a l’il bit.” Simultaneously, a tweet announced the tickets were on sale.

I pounced. My hours on virtual #princewatch had paid off. I got a ticket for both nights at Manchester Academy.

If you’ve even got this far, you may still be wondered when even a tenuous link to teaching is going to appear. This is, in many ways, an even more self-indulgent post than normal. This is me in full-on fan girl mode.

I’d apologise, but actually full-on fan girl mode is what I want to talk about.

I went to Manchester for the gigs. (Thankfully it was half term.) I queued all day for the chance to be near the front. It rained. In fact, at one stage there were hailstones. Even in layers of thermal clothing, it was freezing.

But the joy was palpable. I met people from all over the UK, from Paris, from the Netherlands, from Italy. We laughed. We shared our Prince stories. We marvelled at those whose fandom was extreme: hundreds of gigs, monthly Prince-fund, sleeping overnight outside the venue.

I felt like I was a teenager again. This was sheer, unadulterated pleasure. I forgot about the marking, the exam result pressure, the observations. I left vaguely sensible Head-of-Department-me at home and revelled in just doing something I love – watching live music – with a group of people who felt the same thing.

I won’t go into details about the gigs.*

Suffice to say, I had a blast. The hours of queuing paid off. I was front row. Front and centre in fact. Underneath the man’s microphone; about three foot away from him. Living the dream. I got to spend hours watching a genius at work. I sang along. I let myself get lost in the music. Everywhere I looked people were doing the same thing. The shared sense of awe and wonder was incredible.

And I did it all again the following day.

As I said, full-on fan girl mode.

I floated home on a purple cloud, the music still ringing in my ears. New friendships forged and memories to last a lifetime. My passion for Prince, if it ever really needed to be, was completely rekindled.

At some point in the following days, I realised that something had happened. And this, finally, is where I get to the teaching bit…

I was smiling. Lots. I couldn’t stop talking to people about how good the whole experience had been. I realised that I need to re-connect with the things that make me happy. I need to surround myself with people with shared interests and shared passions.

And I want to feel that about my teaching.

I’ve made myself a promise to reconnect with the joy I felt when I first started teaching. I’m going to find my career passion again. I’m going to surround myself with positive people who feel the same way.

Because my students deserve that. They deserve the version of me who is focused and driven, not weighed down and cynical. I became a teacher because of my love of my subject and my desire to do something that meant something. I need to show that every day.

Seems odd to have had this sort of career-epiphany in the queue for a gig.

One of the friends I made as we queued told me that the Academy gigs had been life-changing. I agree with him, as hyperbolic as that might sound.

“Dearly beloved, we are gathered here today to get through this thing called life.

Electric word life. It means forever and that’s a mighty long time.“

It is a long time.

Too long to not do the things you love. Too long to not find joy in your work. Too long to let things overwhelm you. Too long to be cynical.

So as I plan for next year, I’m planning to teach in full-on fan-girl mode.

“And if the elevator tries to bring you downGo crazy punch a higher floor”

And to Richard, Jay, Simon, Keira, Dave, Ian, Emma, Farah, Shana, Sonia, Lucas, Dani and all the February crew: thank you for being a part of it all.

I follow Doug Lemov, author of Teach Like a Champion, on Twitter (@Doug_Lemov) and always enjoy his willingness to share ideas and engage in discussion and debate with educators.

Over the Christmas break, I noticed a link he had posted to his blog. It concerned lesson observations and posed the idea that, rather than simply wait for the post-lesson conversation to give feedback, it would be more productive to offer advice and collaboration prior to the lesson. A simple idea, yes? So why, once we pass our NQT year, do we tend to allow teachers to teach in splendid isolation and then wait till after the lesson to pass our judgement?

(Now I know that teachers do plan collaboratively and are always to be found sharing resources etc and long may that continue. However, I am specifically talking about lesson observations.)

I was struck by the simplicity of this idea: discuss the lesson prior to the observation. Advice beforehand rather than only getting feedback afterwards. I know how busy we all are though and could foresee some reluctance to making what was effectively a two-part process into three-parts. It felt worth the extra step though, so I took it to my line manager and department and suggested we trial it.

Straight away, their reaction was positive. One of my department team is in her second year of teaching. She said she would welcome the chance to discuss her lesson. She remarked on the loss of explicit lesson planning input, other than informally with colleagues, once you end your NQT year. She commented on how that can sometimes leave you feeling unnecessarily worried about your lesson observation and so would be very happy to be involved. More experienced colleagues were equally as willing to give it a go.

So we began the process. All lesson observations were preceded with a conversation about the lesson. I asked a combination of the following questions to stimulate discussion:

Where are the class currently up to in the unit of work?

What levels are they working at?

What will they have done in the previous lesson?

What will they do in the next lesson?

What do you want the pupils to learn in this lesson?

How will they (and I) know they have achieved this?

What are you doing to support pupils who may find this difficult and stretch those who need more challenge?

The benefit of this for the teacher being observed was that we were able to share ideas about lesson structure and activities. They got a chance to try some ideas out and, sometimes, the act of talking their lesson through led to them changing their minds about the structure of activities or how they were going to demonstrate learning/progress. It also helped to contextualise the lesson; with the discussion including previous and next lessons it becomes harder to give in to the temptation of a one-off ‘show’ lesson simply there for the purposes of wowing the observer.

I should point out that I too went through this process with my Head Teacher. Prior to him observing me, we sat down and had our pre-observation discussion. I found it incredibly useful. He is not an English specialist, but he is an experienced teacher, and so his input and questions were very valuable. They challenged me and helped me focus on the pupils’ learning.

During the observations themselves I, as observer, felt much more confident in my understanding of the lesson’s context. I felt more able to engage in conversations with pupils, look at the work they had been doing in their previous lessons as I knew the background to the lesson. I felt I could sit back and enjoy the lesson, rather than juggling the task of reading and digesting a lesson plan, making notes and trying to observe the classroom. As a result, I believe my observations on the learning of the pupils and the progress they were making were more astute and thorough.

And when I was being observed? Well, I was confident that my Head knew what we were doing and could understand the purpose of the lesson. This made me breathe slightly easier. If I needed to deviate from my lesson plan, I was happy that he understood the bigger picture and would be able to see how/why I was re-shaping activities. It was the most relaxed I have felt about being observed.

After the lessons had taken place it was obviously time for the traditional ‘feedback’ session. Again, this felt different. As the observer, it felt much more of a dialogue about the lesson and learning rather than my colleague simply waiting for a judgment to be given. (I should point out here that we currently still grade observations.) We were able to discuss how their planning had impacted on pupils’ learning and discuss what had worked in a more collaborative way. I didn’t feel like I was simply passing a judgment.

Now, I would be remiss if I didn’t mention that there had been some reluctance elsewhere amongst the staff. Having launched this idea with the English department, it was then taken to our staff Teaching and Learning Forum. Speaking to some colleagues, they felt like it was a false situation as ‘Ofsted don’t discuss your lesson with you’ or one which would lead to ‘everyone getting a better grade than they might’ve without the help.’ To address this, I would argue that an annual observation linked to performance management targets is not the same as an Ofsted observation and neither should it be. As such, we should be supportive and not simply judgemental. Staff should be offered advice rather than simply have a ‘grade’ slapped on them. This three-part process makes that support and collaboration have more of a weight. It became a learning opportunity for teacher and observer, rather than just a judgement.

(I’m in favour of non-graded lesson observations by the way, but that’s for another post.)

It seems only fair that I give the final words to Katie Yezzi, the teacher whose guest post on Doug’s blog prompted all of this:

“in Success Academies, the teachers and leaders invest more time and brainpower in practicing lessons before they teach them than conducting post-mortems and giving feedback on lessons that already happened.

[Insert head smack here.]

This is such a simple, brilliant idea and makes so much sense. Here are a few of my thoughts on this practice idea:

As a teacher, getting feedback on a lesson to ensure itssuccess ahead of time is incredibly practical, actionable and supportive. It means I go into my lessons more confident and prepared. That sounds like a great way to feel at work each day.

As a coach, it seems like a powerful use of my skills and abilities to engage with teachers about lessons to come, to dig deeply into the content and the “why” of the lesson. It also positions me more as a partner in the work, rolling up my sleeves to work out the lessons in advance.

Haven’t we all walked in to observe lessons only to find that something is being taught wrong? Then as a coach we have few options, and often have to jump in to ensure students don’t have to later unlearn and relearn the correct version. That usually doesn’t make teacher or coach love their job. Catching the errors before they happen achieves our goals of teacher and student success.”

The 5:27am train from Liverpool to London Euston is a strange beast. It doesn’t really get full until it hits the commuter-belt of Milton Keynes. In fact, it is almost deserted as it pulls out of Liverpool’s Lime Street station and I’m willing to bet I’m the only passenger who is taking her early morning coffee with a generous side-helping of A Level Literature essays….

So, why was I up and London-bound at such an unearthly hour? To attend the SSAT’s annual English Conference.

I was alerted to the conference by my Deputy Head prior to Christmas. At the moment there seems to be a dearth of courses run by training companies promising enlightenment about all things ‘new curriculum’. This seemed different; not only would there be a discussion about curriculum design, but also a chance to attend some practical workshops delivered by outstanding English practitioners and a keynote from Ofsted’s National Lead for English and Literacy, Patricia Metham. It’s difficult to get out of school in the run up to exams, so if I was going to miss my classes for a day then I wanted it to be for a worthy cause. I’m heartily glad I was allowed to attend.

And I don’t regret the early start*.

The day began with a keynote speech from Patricia Metham, HMI & Lead for English and Literacy. I appreciated the clear distinction between English and Literacy. She pointed out that too often, the two are seen as synonymous. So, what is literacy? “It is a set of non-negotiable skills; it is NOT the sole preserve of the English department and it should be a focus across the school.”So that’s everyone told then!

It was reassuring to hear that Ofsted’s main question is always: “what is the impact on students’ learning?” I felt that this gave me a good standpoint from which to review my own department’s practices. Metham kept coming back to key questions: “where is the evidence?” and “what is the impact?” I can feel my departmental self-evaluation becoming a lot more focused!

And so we moved onto the subject of school libraries. Ah yes, the ‘library’ which is all too often a glorified computer room with books. Or possibly worse, as Patricia Metham anecdotally shared from one school’s inspection: “the room you get sent to if you’re in trouble.” The school library should be at the heart of a school’s drive to improve literacy. She said Ofsted will ask:

Do you have a school library?

Where is it?

Who is responsible for it?

How is it used?

What works well?

And then, something which might install equal parts joy and dread into the hearts of many English teachers, Ms Metham said:

“I want to put any school without a library in special measures immediately… but unfortunately I am just not allowed to.”

All in all, I found the speech to be full of thought-provoking ideas. I appreciated the insight into the Ofsted Inspector’s focuses and priorities. In short, reading matters, writing matters and speaking and listening matters. Build them in to your curriculum in a balanced way and whatever you do, be able to evidence its impact on your students.

Next, I opted for the workshop on Outstanding English Subject Inspections, delivered by Emma Speed from Belvedere Academy in Liverpool. Emma spoke candidly about the subject inspection process, from the initial receiving of the letter to the final judgement conversation. Her delivery was warm and humorous. It was good to hear from someone who had been through the process and survived. As someone who is currently an Acting Curriculum Leader, it also gave me a few ideas about what we need to do to ensure that not only are we are inspection-ready, but that we are moving forward as a department. No time to stand still!

My second workshop was Raising achievement at KS4 level and how to use data effectively to improve performance. Delivered by Tom Street, the Director of Achievement for English at Harris Chafford Hundred Academy in Essex. Tom talked us through the many measures his team have in place to deliver excellent results. (And when I say excellent, I mean it: 100% A*-C in GCSE English last year.) At times, his outlook seemed to run contrary to much of what Patricia Metham had said, particularly when she warned against too much teaching-to-the-test in KS3. However it was hard to argue against the rigour and single-mindedness of Tom’s approach and the resulting outcomes for his pupils.

After lunch, we were treated to a presentation from Fiona Banks of Shakespeare’s Globe. It looked at ways of creatively teaching Shakespeare to ensure that students “have Shakespeare’s words in their mouths and their bodies.” (Fiona was supported by a professional actor who led the practical activities but whose name I have, regrettably, not noted. She was fantastic.)

I’ll admit to some initial scepticism, given the limitations that a classroom environment can potentially bring to teaching drama. These were completely unfounded; Fiona’s approach was tailored specifically to classroom-friendly activities which still felt much more appropriately ‘theatrical’ than your usual written analysis. I will be taking back these ideas to my department and hope to build them in to our future programmes of study. And let’s be honest, channelling one’s inner ‘luvvie’ is always fun. We English teachers are often frustrated thespians, after all. (No? Oh. Just me then!)

Next up was Tom Middlehurst, Head of Research at SSAT and former English teacher, who gave a presentation entitled: “Principled Curriculum Design.” I’ll admit that this is where my worries lie at the moment. How do I translate the new national curriculum and GCSE proposals into that innovative and appropriate curriculum Patricia Metham spoke of? Tom asked us to describe the landscape for a Head of English at the moment. The answers were poignantly revealing but reassuring, because yes it does feel uncertain and stormy out there for all of us. So it is important we get this bit right.

After some discussion of “a world after levels” and the new Progress 8 and Attainment 8 measures, Tom spoke about Dylan Willam’s approach to ‘principled’ curriculum design. I felt this was as good a checklist as any to apply to curriculum planning:

Balanced

Rigorous

Coherent

Vertically Integrated

Appropriate

Focused

Relevant

I particularly like the idea of how to achieve focus. William advises asking what are the ’10 big ideas’ in your subject? Once you have decided on them, then build your curriculum around them. If it’s not related to one of those ten ideas, then it doesn’t need to be there. I’ll be going away and looking at this in more detail. (William has written a pamphlet for the SSAT on the subject. Worth a look, I’d say.)

There was a chance to have a chat to all of the speakers and workshop leaders in a series of round table discussions at the end of the day. All-in-all, it was a great chance to meet with other practitioners and get some fantastic ideas.

What will I take away from the day?

Departmental focus: I am planning a half-term departmental review based around the Belvedere subject inspection presentation: where are we now and what do we need to do?

GCSE focus: My Head Teacher and I have already discussed many of the ideas in the Harris Academy presentation. Time to make some changes, methinks!

School libraries matter: a great message to be able to take back to my school with the “but-Ofsted-said-so” seal of approval!

Curriculum design: I will be discussing this with the department and seeing what we feel the ’10 big ideas’ are. From there, we will begin to plan for our new curriculum.

Creative approaches to Shakespeare: Year 9 are about to start Shakespeare post half-term so I will be disseminating some of the activity ideas presented by The Globe to the department.

Renewed enthusiasm: it’s always good to be reminded of my passion for English.

My head was filled with ideas and questions and, despite the inevitable tiredness caused by my early start, I left feeling invigorated by the challenges ahead. It’s an exciting time to be a teacher of English. Daunting, yes, but exciting too. As Patricia Metham said: “with freedom comes accountability” and I am looking forward to being a part of that.

Thanks to all at Team SSAT for organising and to the presenters for giving up your time. I certainly hope to attend future conferences.

1. TeachMeet Liverpool. I organised the first Liverpool TeachMeet in April. It was a fantastic day and showcased some excellent teachers and educational professionals. It was a labour of love. It was a Saturday. I’m not sure my SLT quite ‘got’ what a TeachMeet was when I first mooted the idea, but hey, I think they are now convinced. I am currently planning the next one, so watch this space!

2. #TLAB13 One of my professional highlights was my attendance at the Teaching Learning and Assessment Conference at Berkhamsted School. What a day! It started very early on the first London train from Liverpool but it was worth it. Not only did I get to hear some fantastic speakers, but I came away energised and enthused. For a profession that gets almost constant flak, us teachers are a pretty incredible bunch. One of my posts about the day is here: http://wp.me/pYpwi-4Z

3. Visiting Joseph S. Clark Prep in New Orleans. I was lucky enough to visit a high school when I went to New Orleans. It was a fascinating insight into how teachers are working in a very complex educational system. (There is a blog post; I need to finish it!)

4. Getting to grips with being (Acting) Head of English. Maternity cover is never easy. You want to do a good job but, at the same time, it’s not your job, you’re a caretaker-manager. I had the privilege of stepping up from second in department to Curriculum Leader for English for six months. It was hard work. Luckily, I work with a great team.

5. Getting to grips with being Head of Year. In September I became Head of Year 12. Wow. After five years with a departmental TLR, the pastoral side of school life has been an eye-opener. I have really enjoyed this opportunity and am sad that, come January, I am moving back into curriculum leadership. However, I feel that my experience as a pastoral leader will have added much to my leadership.

6. Meeting Twitter pals in ‘real life’. I value the inspiration, knowledge, ideas and support I get from twitter and the connections I have made as a result of being on there. In 2013, it was good to meet @joanne_rich, @mrpeel, @ChillEdU, @deadshelley, @learningspy, @nickdennis, @danpo_ and many more. It was also lovely to be reacquainted with @KristianStill. There are some who I can now call friends and others I consider virtual colleagues, rather than just random screen names and 140 character witticisms. That’s a great thing.

7. Team English. I work with some fantastic colleagues. I’ve already said that, but it cannot be over-stated. It has been a pleasure and a privilege.

8. About seeing people’s true colours. There were a difficult few weeks at work. It hardened my resolve to be the best I can be.

And 2013 wasn’t just about work, you’ll be pleased to know…

9. Finding a lost friend. Earlier this year a friend of ours went missing. It was a harrowing time for his family and closest friends. I was humbled to see how people pulled together and worked to get his name and face out there. It worked. He’s back and on the road to recovery.

10. Rediscovering a love of live music. In 2013 I have been privileged to experience some brilliant live bands. New Orleans was a feast of music, from start to finish. I also (finally!) visited Ronnie Scott’s for the first time. It will not be my last visit.

Jazz in the Park: George Porter, Jr & Bill SummersKermit Ruffins at the Blue Nile, June 2013Soul Rebels, RNCM.Irvin Mayfield at Wednesday in the SquareTreme Brass Band at dba, New Orleans

11. Cats! I can’t really do a summing up of 2013 without mention of McNulty, who I adopted in January and who is a joy. Alas, Brontë the beautiful stray who I adopted in August was sadly run over. She is missed.

McNulty: Jan 7th 2013

12. All about New Orleans. My city. I have never felt as truly ‘me’ anywhere else. It was an incredible experience to return and I will definitely not be leaving it as long next time.

Bayou Metairie, New Orleans City Park. May 2013Free Hugs? Jazz in the Park, New Orleans.Jackson Square, May 2013Reminders of Katrina: N. Rampart, Treme.

13. A reminder of the importance of friends. I lost a friend this year. He died suddenly and unexpectedly. It reunited me with a group of friends I’d lost touch with. It made me appreciate the fact that friends are friends no matter where or how you met, or indeed how often you all get to meet up. He is much missed.

Neil: wordsmith and wit extraordinaire.

And 2014? What will this be the year of?

(I’ve left a few blank… I’m hoping 2014 surprises me!)

1. Health. I am pledging to get fitter. I need to make time for exercise to balance the mental workload. And hey, if they want me to work till I’m 69 then I’m going to have to be seriously fit to do so!

2. Doing. And not just saying I am going to do. My biggest flaw? Maybe. I am the Queen of Procrastination. In 2014 I will be a doer and not a thinker-about-doing. Professionally and personally.

3. Marking. I’m making a concerted effort to mark smarter. I am focusing on D.I.R.T and making my marking meaningful.

4. Reading. I’ve set myself a ‘Fifty Books in 2014’ challenge and shall be blogging my progress. I want to read more for pleasure.

5. Writing. Years ago I wrote all the time. Now, I seem to forget what an excellent tool it is for reflection, idea generation and all round relaxation.

6. KS3 Curriculum. My big professional challenge as Acting Curriculum Leader is to re-vamp our KS3 curriculum in preparation for all the changes that are coming. A big job, yes, but one I am looking forward to.

7. Appreciation. Saying thank you and really taking time to recognise and appreciate those around you is often overlooked. I’m putting it on the to-do list as a permanent item in 2014.

8. Photography. In 2014 I’m determined to get out and shoot more.

9. Career. I think this is the year for me to make some decisions. Hopefully they will be the right ones.

10. De-cluttering. I need to do a bit of this. Physically and metaphorically.

11. Learning and getting better at being a teacher. #TLAB14 and Northern Rocks are two main teaching CPD events I’ve got booked into the calendar so far. Generally though, here’s to a year of collaboration and learning.

12.

13.

14. New Orleans. I have to go back. My favourite Chris Rose quote kinda says it all: “She is a New Orleans girl, and New Orleans girls never live anywhere else and even if they do, they always come back. That’s just the way it is. This is where she belongs. End of discussion.”

I found Bill Lucas’ keynote interesting. It wasn’t only what he said but, through the power and instant nature of social media, the things others in the audience and beyond were making of the speech as snippets were being tweeted throughout. To say it was controversial and opinion-splitting is perhaps an understatement, but let’s be honest, it’s good to be challenged.

(Professor Lucas had the unenviable post-lunch slot. Maybe we were just a tad restless, like our pupils often are in that first lesson back after lunch!)

Anyway, I digress. His talk.

I’m going to focus simply on the key take away points which resonated with me. I will link to the whole presentation at the end.

Bill suggested we need to consider how we can look at our praise systems. We need to think about what we praise. His suggestion: “Don’t just praise the outcome – praise the effort, process, journey.”

This made me reflect as I travelled back to Liverpool. I checked my recent use of our Vivo system and the commendations I’d given: was I praising or rewarding outcomes or efforts? On balance, I probably praise effort more than achievement and yet, during lessons, could I say the same? In the moment, am I recognising the processes or journeys my pupils are going on or just the outcomes?

I’m setting myself a challenge: when we return to school after the Easter break, I’m going to ask our PGCE student to observe some of my lessons and keep an eye/ear out for my use of praise. I think we should praise/recognise the efforts made by our pupils. They need to reflect on the processes they go through and understand how to learn from any mistakes. Praising this, pointing it out to them, might make a difference.

The next point I have taken away from Bill’s presentation, is the need to move away from the traditional three Rs of reading, writing and ‘rithmetic .

The 6Rs

Obvious? Well, yes. Despite the best efforts of the Gove-ian machine, we’re not teaching in the 19th century. We’ve moved on. So why was this suggestion so thought-provoking?

Bill Lucas suggested we need to promote six, not three, Rs:

Resourcefulness

Remembering

Reciprocity

Resilience

Responsiveness

Reflectiveness

(This was tied up, as you might be able to see from my dodgy mobile pic above, in a push for some of his publications. This was one of the grumblings – I think – about this keynote. It did feel, at times, like a sales pitch.)

But again, I’m digressing. The 6Rs.

Do we teach our pupils these skills? Do we embed them in our curriculum? Do we need to? This is what I’ve been pondering post-Lucas.

Some of my pupils are not resilient. If they “don’t geddit Miss” then they seem unable/ill-equipped to try again, to fail again, to fail better. “Do I need this for the exam?” is a question that sends chills right through me. They can be incredibly resourceful (especially when trying to check their BBM or text messages in class!) but how resourceful do they need to be when they can just rely on Google for the answers?

I’m an ex-retail manager and recruitment consultant. I understand that employers want world-of-work-ready pupils when they leave at 18 or start their first job post-university. I think this may be why this part of the keynote spoke to me.

Are we equipping our pupils with the skills they need? You may not agree with Bill Lucas’ 6Rs, there may be other things you’d add to that list. Can we ever hope to future-proof our pupils in such a fast-changing world? I think we have a duty to do our best and try.

You can watch the full presentation here: http://www.youtube.com/watch?v=YdGsmaizgZs

Grammar: the domain of pedants or necessary and vital for our students?

As an English teacher I have a confession to make… I find teaching grammar really hard. In fact, I’m not sure I do it very well.

Having listened to Daisy Christodoulou at #TLAB13 I may have to re-think my attitude (trepidation?) and embrace grammar. I want the best outcomes for my students and I need to equip them with the tools they need to express themselves clearly beyond the English classroom.

I found Daisy’s presentation refreshingly honest and simple: grammar matters. We need to teach pupils grammar and, perhaps like Daisy, do that discretely. She argued that what was needed was separate grammar lessons with pupils drilling the skills they needed. I was reminded of my French and German lessons, many years ago, when I learned what grammar I know. That’s what we did then. It worked. So why would I treat grammar teaching in my own language any differently?

As Daisy said:

You can’t do this in a starter activity.

It is important.

It isn’t going to be learnt innately.

It’d be great to think there was a ‘quick fix’ when it comes to grammar, but there clearly isn’t. Again, I’m paraphrasing Daisy: you have to decontextualize and teach the abstract concepts sometimes and sometimes it takes a whole lesson on ‘the verb.’ If we want to help our pupils become better writers, we all need to do our bit and get their grammar right.

Daisy has designed a three-year cycle of grammar lessons. This has been introduced at key stage three. It strikes me that this is exactly what I need to do. KS3 needs to build a solid platform for pupils to succeed, not only in their GCSEs but in their writing generally.

Dare I say it, but my attitude to grammar may be changing. We’ve all got to do things that challenge us and fully embracing grammar might just be my biggest challenge yet!

Some biographical details: Daisy Christodoulou is the Chief Executive Officer at The Curriculum Centre and is TCC’s English Language, English Literature, History and Geography lead. She works at Pimlico Acadamy. She is @daisychristo on Twitter.

At #TLAB13, Alastair Smith spoke about TeachMeets. He’d attended the TeachMeet held at Berkhamsted the night before the main conference. He called it “an educational bring and buy sale” or a “carboot for teachers” and praised the counter-cultural, bottom-up rather than top-down nature of the TeachMeet format.

It made me think, as much of what was said at #TLAB13 did.

I’m currently organising a TeachMeet in Liverpool.

TeachMeets, along with the weekly #ukedchat sessions and the edu-extravaganza that was #TLAB13, have been the things that have re-energised my love for teaching. It’s easy to get caught up in the pressure and the negatives, but meeting people from across the country who are engaged, motivated and brilliant at what they do makes me realise why I love this profession.

Not many of the staff at my school seem that engaged – yet. They seem somewhat reluctant to commit to an event on a Saturday. And I appreciate why: we’re horrendously busy at this time of year and the majority of us give up lots of time as it is for revision, extra-curiccular activities etc on top of a huge workload. However, I believe the chance to meet, share and learn is important.

I’ve currently 12 people signed up to present and another 35+ coming to watch, meet and network. I’m confident that figure will rise. I’m looking forward to the chance to meet educators from across the North West.

So here’s to our counter-culture bring and buy!

If you’d like to come along, then sign up here: http://teachmeet.pbworks.com/w/page/64371633/TM%20Liverpool

One of the biggest challenges I find is making student presentations effective, so again, my choice of second #TLAB13 workshop picked itself. Rosie McColl, Deputy Head of English at Berkhamsted School, led a workshop which posed the question: can students be effective teachers?

Rosie had endeavoured to fix the age-old problem of ineffective group presentations. I thoroughly enjoyed Rosie’s workshop as it contained ‘real’ (video) examples of her action-research.

We saw examples of student vox pops on the problems of presentations:

they enjoy the research but don’t like the feedback if it isn’t engaging, detailed or the presenter(s) is nervous.

if all class are doing the same topic, fine but if not, we only really learn our own topic.

it’s nice to hear other voices and views though.

and the one that surprised me the most:

I don’t trust other pupils’ research – teachers should validate content.

This was backed up eloquently by several pupils in the audience (and whoever’s school they were from, they were a credit to you) who echoed much of what Rosie’s videoed pupils had shared.

So, what can be done to improve on this?

We’ve all come across research that says we learn best when we teach others, so equipping our pupils to do this effectively must be the holy grail.

Rosie’s approach was simple but effective.

Her year 10 boys were looking at war poetry. They needed to makes links and connections. The class was split into groups and all were given a selection of unseen texts, poetry and prose. Half the groups were tasked with presenting their findings via the traditional method of ‘telling’ the audience. The other half were told only to use questions when presenting their findings.

(Some time had been spent on effective question formulation prior to splitting into the groups, so all pupils had come up with some ‘good’ questions or question stems to aid with their discussions.)

We saw videos of the pupils feeding back. The ‘tellers’ were predictably dull with a fairly dis-engaged audience. The ‘questioners’ were much more engaging. Both audiences, classroom and conference, were paying attention, considering responses, involved.

Rosie said she was simply offering one idea of how to make pupils better teachers, she wasn’t claiming it was the best or only solution.

Sometimes though, it’s the simple ideas which are the best.

Pupils as questioners and not tellers: there’s my year 12 lessons planned for the next week or so!

(Oh and if you’re not already, then get following Rosie on Twitter: @rosiemccoll)